Grade 3

Grade 3 Reading Standards and Component Skills

 

Standard	Skill	Standard	Skill
RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.	Ask Questions to Demonstrate Understanding Answer Questions to Demonstrate Understanding	RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.	Ask Questions to Demonstrate Understanding Answer Questions to Demonstrate Understanding
RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.	Recount the Details of a Story Explain How Key Details Convey the Central Message	RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.	Determine the Main Idea Explain How Key Details Support the Main Idea
RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.	Describe a Character Explain How Character Actions Affect Events	RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.	Use Correct Language to Describe Connections
RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.	Define Words and Phrases as Used in a Text Interpret Nonliteral Language	RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.	Define Words and Phrases Related to a Grade 3 Topic
RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.	Refer to Parts of a Text Correctly Describe How Each Part Builds on Earlier Sections	RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.	Use Text Features to Locate Information Efficiently Use Electronic Search Tools to Locate Information Efficiently
RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.	Determine the Narrator’s Point of View Distinguish Personal Views from Those in the Story	RI.3.6: Distinguish their own point of view from that of the author of a text.	Determine the Author’s Point of View Distinguish Personal Views from Those of the Author
RL.3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).	Explain How Specific Aspects of Illustrations Add to Text Meaning	RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).	Use Information from Illustrations and Words to show Understanding
		RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).	Explain How Sentences or Paragraphs Connect
RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).	Compare Stories with the Same Characters and Authors Contrast Stories with the Same Characters and Authors	RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.	Compare and Contrast Important Points and Details in Two Texts on the Same Topic

Grade 3 Summary Table

Click the button to download a PDF of a summary table listing the reading standard, its component skills, and the reading lessons where the skills are taught.

RL.3.1

STANDARD

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

SKILL

Ask Questions to Demonstrate Understanding

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.1: ASK QUESTIONS TO DEMONSTRATE UNDERSTANDING
Step 1	What is this text mostly about?
Step 2	What important detail do you wonder about?
Step 3	Ask a question about it. Start with: WHO or WHAT. WHEN or WHERE. WHY or HOW.
Step 4	Reread with your question in mind.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ asks a question about the text ▢ asks about something important in the text ▢ starts the question with who, what, when, where, why, or how

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
ask a question that is not related to the text …	Tell me again what the story is mostly about. Could a friend answer your question by reading the story? Why or why not? How else can we say your question so a friend could answer it with the text?
struggle to find important details…	Who is the main character? When and where does the story take place? What important events happen in the story?

RL.3.1

STANDARD

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

SKILL

Answer Questions to Demonstrate Understanding

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.1: ANSWER QUESTIONS TO DEMONSTRATE UNDERSTANDING
Step 1	Say the question in your own words.
Step 2	Think where to look for the answer.
Step 3	Scan text for important details and key words.
Step 4	Answer the question using details from the text.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ answers the question with details from the text ▢ includes only important details in the answer ▢ uses details from words and pictures

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find important details and key words in the text…	What key words, events, or character names are in the question? Where in the story can you find those key words, events, or character names?
find interesting details that are unrelated to the question…	Resay the question in your own words. Does this detail help you answer the question?

RI.3.1

STANDARD

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

SKILL

Ask Questions to Demonstrate Understanding

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.1: ASK QUESTIONS TO DEMONSTRATE UNDERSTANDING
Step 1	What is this text mostly about?
Step 2	What important detail do you wonder about?
Step 3	Ask a question about it. Start with: WHO or WHAT. WHEN or WHERE. WHY or HOW.
Step 4	Reread with your question in mind.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ asks a question about the text ▢ asks about something important in the text ▢ starts the question with who, what, when, where, why, or how

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
ask a question that is not related to the text…	Tell me again what the text is mostly about. Could we answer your question by reading the text? What is something you wonder about this topic?
struggle to find important details…	What is the topic? What does the author want to teach us?

RI.3.1

STANDARD

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

SKILL

Answer Questions to Demonstrate Understanding

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.3.1: ANSWER QUESTIONS TO DEMONSTRATE UNDERSTANDING
Step 1	Say the question in your own words.
Step 2	Think where to look for the answer.
Step 3	Scan the text for important words or details.
Step 4	Answer the question using details from the text.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ answers the question with details from the text ▢ includes only important details in the answer ▢ uses details from words and pictures

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find important words or details in the text…	What key words are in the question? Where in the text will you find those key words? What headings or text features have those words? What pictures show the words or ideas about them?
find interesting details, but not those that specifically answer the question…	Resay the question in your own words. Do the details you found for your answer help you answer the question?

RL.3.2

STANDARD

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

SKILL

Recount the Details of a Story

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.2: RECOUNT THE DETAILS OF A STORY
Step 1	Name the main characters and setting.
Step 2	Name the problem or what the character wants.
Step 3	Tell the story in order. who is in it the problem in the BEGINNING what characters do about the problem in the MIDDLE how the problem is resolved in the END

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ tells events in the order in which they happened in the story ▢ names the main characters ▢ tells the story problem ▢ tells what the characters do in the story to solve the problem ▢ tells how the problem is solved at the end

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify how the characters try to solve the problem…	What do the characters want in the story? Remember, it could be something they want NOT to happen. Do they get what they want? What happens to make that possible?
tell events out of order…	Look at the pictures to help you keep the events in order.

RL.3.2

STANDARD

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

SKILL

Explain How Key Details Convey the Central Message

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.2: EXPLAIN HOW KEY DETAILS CONVEY THE CENTRAL MESSAGE
Step 1	Retell the problem and solution.
Step 2	Identify the story’s message. What do characters learn? What do readers learn?
Step 3	Find details that show the message. what characters THINK what characters SAY how the problem is SOLVED

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ tells a central message from the story ▢ includes text details ▢ tells how the details show the central message

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify the central message OR extend it beyond the text…	What is something in the story characters learned? Now say the lesson without using any story details. Can we use this lesson in our own life?
struggle to find details that show the central message…	Where in the story is the problem solved? What do the characters think or do to solve the problem? What do you think the characters learned from solving the problem? What did you learn?

RI.3.2

STANDARD

Determine the main idea of a text; recount the key details and explain how they support the main idea.

SKILL

Determine the Main Idea

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.3.2: DETERMINE THE MAIN IDEA
Step 1	What is the text mostly about? (TOPIC)
Step 2	What ideas are talked about? Look at: titles and headings. topic sentences. many details about one idea.
Step 3	What does the author want to teach us about the topic?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ names the text topic ▢ finds key details ▢ tells the main idea of the text

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cannot find the main idea…	What is the topic? What does the author teach us about this topic?
confuse main idea with topic…	What do we learn about this topic? What do all the things we learn have to do with?

RI.3.2

STANDARD

Determine the main idea of a text; recount the key details and explain how they support the main idea.

SKILL

Explain How Key Details Support the Main Idea

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.3.2: EXPLAIN HOW KEY DETAILS SUPPORT THE MAIN IDEA
Step 1	What is the author teaching us (MAIN IDEA)?
Step 2	Find important details that teach about the main idea. Look in: headings. text features. key words.
Step 3	How do the details help you understand the main idea? Are they: examples or stories? explanations? facts?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ tells the main idea of the text ▢ gives details from the text that support the main idea ▢ explains how each key detail supports the main idea

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cannot match key supporting details and main ideas they support	What does the key detail explain? What main idea does this explanation tell more about? Describe the detail. Listen to your words. Are any of those words in our main idea?
struggle to explain the work a key detail does, including its purpose and its name…	What about the main idea did you learn from this key detail? Is it more information? That’s a fact. Is it showing what something is like? That’s an example. Is it showing how something works? That’s an explanation. Is it explaining why something is true? That’s a reason. Would you have understood the main idea without the detail? Why or why not?
cannot identify the main idea…	What is the topic of this page? What does the author wants us to know about this topic? What do all the things the page teaches us have to do with? What could be a title for this section?

RL.3.3

STANDARD

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

SKILL

Describe a Character

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.3: DESCRIBE A CHARACTER
Step 1	Find the character’s IDENTITY. name, age, gender human, animal, or other job or role relationships
Step 2	Find the character’s ACTIONS.
Step 3	Find the character’s FEELINGS.
Step 4	Describe the character’s: identity. actions. feelings.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ gives details about the character’s identity, such as gender, human, etc. ▢ gives details that show how the character acts ▢ gives details that show how the character feels ▢ uses accurate details from the text to support description

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to describe character’s identity…	Is character a human or animal? Are they a boy or a girl? Child or grown up? Are they part of a family? Do they have a job?
struggle to describe character’s actions…	What does the character do in the beginning? In the middle? Are there any kinds of actions or responses that the character does more than once?
struggle to describe character feelings…	Look for feeling words on the page. Look for pictures showing feelings.

RL.3.3

STANDARD

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

SKILL

Explain How Character Actions Affect Events

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.3: EXPLAIN HOW CHARACTER ACTIONS AFFECT EVENTS
Step 1	Find an important event in the story.
Step 2	What does the character say or do before the event?
Step 3	What does the character say or do during the event?
Step 4	How might the story be different if the character said or did something else?
Step 5	Describe how the character affected the event?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains how a character caused or changed a story event ▢ uses accurate text details about what the character says and does before AND after the event

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to directly relate character actions to story events…	What role did [character] play in the event? What did he or she do? What happened next? How would the story be different if [character] did or said something else?
struggle to explain what happened before or after the event…	Show me where in the text the event occurred. Show me what happens before the event. Show me what happens after the event.

RI.3.3

STANDARD

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

SKILL

Use Correct Language to Describe Connections

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.3.3: USE CORRECT LANGUAGE TO DESCRIBE CONNECTIONS
Step 1	What kind of text is it? HISTORY SCIENCE HOW-TO
Step 2	Find important details that connect. HISTORY: Look at people and events. SCIENCE: Look at facts and ideas. HOW-TO: Look at steps.
Step 3	Think how the details are connected. Do they go in order, one after another? Does one cause another to happen? Do they work together to tell how something is made?
Step 4	Use the right words to describe the connection. first, second, then, next, after, finally, dates because, caused, as a result, help, make both, together, work, make

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies people and events in history texts ▢ identifies facts and ideas in science texts ▢ identifies the steps in a process in how-to texts ▢ describes the connections (chronological, cause/effect, or steps in a series) with the correct signal words

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to recognize if details are organized chronologically, by cause/effect, or in steps…	What did you learn from this the text? Did you learn: when things happened, and in what order? how something caused something else to happen? how to do something?
struggle to find the right words to describe chronological, cause/effect, or steps connections…	Reread Reading Thinking Step 4. What signal words do you see in the text? Do they tell: when historical events happened? about a science idea or event? how to make something or how a process works?

RL.3.4

STANDARD

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

SKILL

Define Words and Phrases as Used in a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.4: DEFINE WORDS AND PHRASES AS USED IN A TEXT
Step 1	Look inside the word for parts you know. prefixes and suffixes word roots
Step 2	What kind of word is it? person, place, thing, or idea (NOUN) action (VERB) describing (ADJECTIVE/ADVERB)
Step 3	Look outside the word for context clues.
Step 4	Put all the clues together to guess the definition.
Step 5	Check your definition in the original sentence.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ tells what the word or phrase approximately means in the text ▢ gives clues from inside or outside the word to support the definition

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find context clues in the surrounding text…	What do the details from the surrounding sentences teach you? What is this sentence about? Are there other sentences with a similar subject that help you guess the word?
do not recognize affixes or word parts…	Share a classroom list of common affixes and roots. Do you see any parts of your word on our class list? Does any part of this word sound like another word you know? If there’s no clue you can find on the inside, then look outside the word.

RL.3.4

STANDARD

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

SKILL

Interpret Nonliteral Language

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.4: INTERPRET NONLITERAL LANGUAGE
Step 1	Find figurative language. describes something that cannot happen in real life may use the words like or as uses sound in interesting ways
Step 2	What does the figurative language describe? a person, place, or thing an action or event a feeling or idea
Step 3	Imagine what the figurative language suggests. pictures or sounds feelings or qualities
Step 4	Explain what the figurative language means. what it describes what qualities or feelings it suggests

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies figurative language in the text ▢ explains what the figurative language means ▢ describes the pictures, sounds, or feelings the language suggests ▢ uses accurate details and clues from the text to support ideas

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to interpret what the figurative language means in the specific context…	What does the figurative imagine make you think about or feel? How does it help you make a movie in your mind? What qualities or feelings are connected with what you imagine? Do one of those qualities make sense in connection with what the author is describing?
struggle to identify figurative language…	Carefully reread and imagine each description the author uses. Are there any descriptions that cannot happen in real life? Why or why not? Does the author make a comparison?

RI.3.4

STANDARD

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

SKILL

Define Words and Phrases Related to a Grade 3 Topic

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.3.4: DEFINE WORDS AND PHRASES RELATED TO A GRADE 3 TOPIC
Step 1	Look inside the word for parts you know. prefixes and suffixes word roots word parts
Step 2	What kind of word is it? person, place, thing, or idea (NOUN) action (VERB) describing (ADJECTIVE/ADVERB)
Step 3	Look outside the word for context clues. text features visuals nearby sentences
Step 4	Put all the clues together to guess the definition.
Step 5	Check your definition in the original sentence.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ tells what the word or phrase means in the text ▢ gives clues from inside and outside the word to support the definition

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find context clues in the surrounding text…	What is the sentence about? What do the details from the surrounding sentences or visuals teach you about the topic of the sentence? Do any of those give you a clue? If not, use a resource to define the word
do not recognize affixes or word parts…	Share a classroom list of common affixes and roots. Do you see any parts of your word on our class list? What do these parts mean? Can you find any clues about what kind of word it is? If it comes before a noun or verb, it’s probably a describing word. If it has an ending like ed or ing, it’s a verb.

RL.3.5

STANDARD

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

SKILL

Refer to Parts of a Text Correctly

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.5: REFER TO PARTS OF A TEXT CORRECTLY
Step 1	What type of text is it? STORY POEM PLAY
Step 2	Use the correct name to tell or ask about parts of the text. STORY: chapter, character, setting, problem, description POEM: stanza, line, rhythm, wordplay PLAY: act, scene, characters, dialogue, stage directions

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ uses the correct terms when talking and writing about a story, poem, or play ▢ names parts of the story, poem, or play ▢ names the type of text

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify the parts of a poem/play/story [adapt to fit the lesson learning objective]….	Describe the part you are examining.   Poem: Is it a whole section of the poem? That’s a stanza. Is it only one line or sentence? That’s a line. Are there unusual sounds? That could by rhyme, rhythm, or wordplay.   Play: Does the setting change? That’s a act or scene. Does it tell what someone says or who is saying it? That’s dialogue. Does it describe what is happening onstage? That’s a stage direction. Does it say who is in the play? That’s the cast of characters.   Story: Does the time or place change? That’s setting. Does the people or animals change? Those are characters. What does the main character want to happen, or NOT happen? That’s the problem.

RL.3.5

STANDARD

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

SKILL

Describe How Each Part Builds on Earlier Sections

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.5: DESCRIBE HOW EACH PART BUILDS ON EARLIER SECTIONS
Step 1	What type of text is it? STORY POEM PLAY
Step 2	How is it organized? chapters, scenes, or events stanzas, lines acts, scenes, characters’ dialogue
Step 3	Read two parts of the text to find similar details. actions or dialogue imagery feelings
Step 4	Explain how the parts connect. When is a detail introduced? When does it change? What is an event that causes another event? What do you learn in one part that helps you understand another part?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies where a part of the story is introduced and where it repeats ▢ tells how part of the story grows or changes ▢ identifies the structure of the text ▢ uses accurate text evidence to explain how parts build upon each other

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cannot differentiate structural elements from content elements…	Point to different parts of the text, such as chapters: What is this part called? What other parts of the text are like this one? Use the ideas in Reading Thinking Step 2 to help you tell the difference between structure and plot.
cannot identify two parts that it makes sense to connect…	Where do you see similar kinds of details or ideas in the text?
struggle to identify one part that connects or builds upon one another…	What is learned in each part? How does this part add to what comes before it? How does it lead to what comes after it?

RI.3.5

STANDARD

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

SKILL

Use Text Features to Locate Information Efficiently

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.3.5: USE TEXT FEATURES TO LOCATE INFORMATION EFFICIENTLY
Step 1	Ask a question about the text.
Step 2	Choose key words that can help you find the answer. important details about the question topic synonyms of important details
Step 3	Scan text features for the key words. headings and subheadings captions and labels sidebars and text boxes graphics and visuals
Step 4	Read near the text feature to answer your question.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ locates important information that can help answer the question ▢ chooses key words from important or repeated details ▢ scans text features to find key words or synonyms

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
read word by word instead of scanning text features to find key words…	What are your search words? Let’s just read the bold print and headings quickly to see if there are any words connected to those words. When you find a related term, that’s when you slow down and read word by word.
cannot choose useful key words to search by/searches too narrowly just for the key words…	What do you need to know? Imagine what the text would say to answer it. What words did you imagine? What are other words that mean something like your words? What words name groups that your work fits in, like color is a group that red, green, or yellow fit in?
struggle to answer a question because the answer is not included in the text…	Not all questions are answered in a text! Good job asking a smart question. Now let’s think of another.

RI.3.5

STANDARD

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

SKILL

Use Electronic Search Tools to Locate Information Efficiently

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.3.5: USE ELECTRONIC SEARCH TOOLS TO LOCATE INFORMATION EFFICIENTLY
Step 1	Ask a question about the text.
Step 2	Choose key words that can help you find the answer: important details about the question topic synonyms of important details
Step 3	Use tools to find the key words. icons, menus, hyperlinks search/find command or control + F
Step 4	Read the information you find to see if it answers your question.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ locates important information that can help answer the question ▢ chooses key words from important or repeated details ▢ uses electronic tools to search for key words ▢ scans a web page for key words to find where to look for information

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
read the entire webpage instead of using electronic search tools…	Scan bold print, headings and icons for words that are like your key word. Use tools like Search/Find or press command/control + F on the keyboard.
cannot choose searchable key words based on details or synonyms of details…	What is your question? Imagine a sentence that might answer that question. What words are in the sentence? What are other words that mean something like your words? What words name groups that your work fits in, like color is a group that red, green, or yellow fit in?

RL.3.6

STANDARD

Distinguish their own point of view from that of the narrator or those of the characters.

SKILL

Determine the Narrator’s Point of View

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.6: DETERMINE THE NARRATOR’S POINT OF VIEW
Step 1	Who is the narrator? a character in the story a voice outside the story
Step 2	What kind of narrator is it? FIRST PERSON: uses words like I, we, me THIRD PERSON: uses words like he, she, they
Step 3	Look for clues about the narrator’s feelings about events and people in: feeling and opinion words. tone of voice. figurative language. what the narrator pays attention to.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies the type of narrator as first or third person ▢ identifies the narrator’s feelings or beliefs about another character or a story event ▢ uses accurate details from descriptions or dialogue in the text to support ideas

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cannot identify point of view..	What feeling and opinion words do you see? How do you think the narrator’s words would sound if you heard them aloud? What figurative language can you find? Does the figurative language give you a feeling. What does the narrator talk about, do, or describe the most? Is there anything s/he does not pay attention to? These clues tell you what is important to the narrator.
struggle to find details that show feelings or opinions…	Find a description by the narrator and read it aloud. Use a tone of voice the narrator might use. What feelings does this give you?

RL.3.6

STANDARD

Distinguish their own point of view from that of the narrator or those of the characters.

SKILL

Distinguish Personal Views from Those in the Story

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.6: DISTINGUISH PERSONAL VIEWS FROM THOSE IN THE STORY
Step 1	What is your point of view about the story? How do you feel about the characters and events? Which parts do you think are important?
Step 2	What points of view are in the story? What do characters feel about events or people? What do they think is important?
Step 3	When is your point of view different from those in the story? How?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ describes points of view in the story, including what is important ▢ describes what is true for ONLY their own feelings about the story ▢ uses accurate text details to support comparisons

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cannot identify points of view in the story…	What feeling and opinion words do you see? How do you think these words would sound if you heard them aloud? What figurative language can you find? What does the character talk about, do, or describe the most? Does the evidence you found suggest that the character likes or dislikes what’s happening? Why or why not?
cannot differentiate their point of view from that of a character’s…	What feeling and opinion words do you see? How do you think these words would sound if you heard them aloud?

RI.3.6

STANDARD

Distinguish their own point of view from that of the author of a text.

SKILL

Determine the Author’s Point of View

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.3.6: DETERMINE THE AUTHOR’S POINT OF VIEW
Step 1	What is the text mostly about?
Step 2	Find clues for the author’s opinions and feelings about the topic in: opinion and feeling words. nonliteral (figurative) language. descriptive language.
Step 3	Put the clues together to identify the author’s point of view.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ describes the author’s point of view about the main topic (point of view) ▢ uses accurate text details to support ideas about point of view ▢ includes clues such as opinion/feeling words, figurative language, and description to support ideas

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cannot identify points of view in the text…	What feeling and opinion words do you see? How do you think these words would sound if you heard them aloud? What figurative language can you find? What does the author talk about or describe the most?
states their own feelings about the topic rather than the author’s…	What are your own feelings about the topic? Now, look again at the text. Do you see any clues about those feelings?

RI.3.6

STANDARD

Distinguish their own point of view from that of the author of a text.

SKILL

Distinguish Personal Views from Those of the Author

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.3.6: DISTINGUISH PERSONAL VIEWS FROM THOSE OF THE AUTHOR
Step 1	What is the text mostly about?
Step 2	Find clues to the author’s point of view about the topic in: opinion and feeling words. nonliteral (figurative) language. descriptive language.
Step 3	What are YOUR opinions, beliefs, or feelings about the topic?
Step 4	When is your point of view different from the author’s? How? Do you have a strong opinion or feeling the author doesn’t show? Does the author have an opinion or feeling you do not share?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ describes the author’s feelings about the topic ▢ describes their own feelings about the topic ▢ explains what is true for BOTH their feelings and the author’s ▢ explains what is true for ONLY their feelings or ONLY the author’s ▢ uses accurate text details to support comparisons

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cannot identify the author’s point of view…	What feeling and opinion words do you see? How do you think these words would sound if you heard them aloud? What figurative language can you find? What does the character talk about, do, or describe the most?
do not identify their own point of view…	How do you feel about the topic, events, or people, in the text? Where do you find clues to those feelings in the text?

RL.3.7

STANDARD

Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

SKILL

Explain How Specific Aspects of Illustrations Add to Text Meaning

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.7: EXPLAIN HOW SPECIFIC ASPECTS OF ILLUSTRATIONS ADD TO TEXT MEANING
Step 1	Retell the story elements. characters setting events
Step 2	Study picture details closely for: story elements. color and style. layout on the page.
Step 3	How does the picture add to meaning? details mood

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ describes details about characters, setting, or events in the illustration ▢ describes the mood in the illustration with words like happy, sad, or scary

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to recognize how aspects of the illustration convey a mood…	What colors are most important in this picture? What characters or objects are largest? What might this character sound like if you heard the words aloud? What part of the picture do you notice the most? How does the picture make you feel? What do you think the illustrator wants you to feel?
struggle to recognize how the illustration adds to meaning…	Look closely at the illustration. What details does it give that fills in your idea of the text? Look at character expressions, setting details.

RI.3.7

STANDARD

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

SKILL

Use Information from Illustrations and Words to show Understanding

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.3.7: USE INFORMATION FROM ILLUSTRATIONS AND WORDS TO SHOW UNDERSTANDING
Step 1	Identify the main topic.
Step 2	Scan text features and key words for key details. WHAT WHERE or WHEN HOW or WHY
Step 3	Closely read visuals for key details.
Step 4	Put text and visual clues together to explain the text.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies key details from the words about the main topic ▢ identifies key details from visuals about the main topic ▢ uses key details from BOTH the words and the visuals to explain the text

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cannot synthesize information from both the visual and text into a single explanation…	What did you learn about the main topic from the visuals? What did you learn from the words? Put those ideas together into one answer.
include information from only visuals or only text…	Where did you get this idea or information? Can you find something about the same idea in the [visuals/text]? Now put the ideas and information together. Tell me what you learned.

RI.3.8

STANDARD

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

SKILL

Explain How Sentences or Paragraphs Connect

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.3.8: EXPLAIN HOW SENTENCES OR PARAGRAPHS CONNECT
Step 1	Closely read the sentences or paragraphs.
Step 2	What is the main idea of each?
ALTERNATE Step 3 for Sentences
Step 3	How do the sentences connect? Do they: introduce an idea? give evidence or details? give reasons or explanations?
ALTERNATE Step 3 for Paragraphs
Step 3	How do the paragraphs connect? Look for: sequence or time order. cause and effect. compare and contrast. topic and details.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ states the main idea of the sentence or paragraph ▢ identifies how the sentences connect ▢ identifies how paragraphs connect

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find connections between ideas…	Words such as because, since, therefore, first, next, and however tell you that two ideas are connected. What words like this can you find in the text?
mistake the organizational structures of cause/effect, compare/contrast, or time order in the paragraphs…	Restate the details that tell more about the main idea. What do you notice? Do they tell you the order in which things happened? Do they show similarities or differences in the topic? Do they explain how something made something else happen?

RL.3.9

STANDARD

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

SKILL

Compare Stories with the Same Characters and Authors

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.9: COMPARE STORIES WITH THE SAME CHARACTERS AND AUTHORS
Step 1	What is similar about the CHARACTERS?
Step 2	What is similar about the SETTING? place and time in history season, time of day situation or background events
Step 3	What is similar about the EVENTS? what happens similar problem or solution
Step 4	What is similar about the MESSAGE?
Step 5	What is similar about: characters? setting? events? message?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ names the settings both texts and describes how they are ALIKE ▢ names the events in both texts and describes how they are ALIKE ▢ names the messages in both texts and describes how they are ALIKE ▢ uses accurate text details to support comparisons

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find similarities…	Similar doesn’t mean exactly the same. What details do you see that are somewhat alike. (Text will provide better prompting)
struggle to compare similar events or messages in the texts…	Events: The events may not match exactly. What about the events in the second text remind you of the events in the first? Messages: What did you learn about the world from reading the first text? What did you learn about the world from reading the second text? How are these two lessons alike?

RL.3.9

STANDARD

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

SKILL

Contrast Stories with the Same Characters and Authors

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.3.9: CONTRAST STORIES WITH THE SAME CHARACTERS AND AUTHORS
Step 1	What is different about the CHARACTERS? who they are how they feel what they want how they act
Step 2	What is different about the SETTING? place time in history season, time of day situation or background events
Step 3	What is different about the EVENTS? what happens problem and solution
Step 4	What is different about the MESSAGE?
Step 5	What is different about the: characters? setting? events? message?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ names the characters in both texts and describes how they are DIFFERENT ▢ names the settings both texts and describes how they are DIFFERENT ▢ names the events in both texts and describes how they are DIFFERENT ▢ names the messages in both texts and describes how they are DIFFERENT ▢ uses accurate text details to support contrasts

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to contrasts the settings or message…	Settings: When and where does the first story take place? When and where does the second? How do these differences affect the story and its characters? Messages: What did you learn about the world from reading the first text? What did you learn about the world from reading the second text? How are these two lessons different?
struggle to find text details to support differences…	Use the sub bullets from the Reading Thinking steps to prompt for details about differences.

RI.3.9

STANDARD

Compare and contrast the most important points and key details presented in two texts on the same topic.

SKILL

Compare and Contrast Important Points and Details in Two Texts on the Same Topic

PDF version of this skill coming soon.

RT Anchor Chart RI39a

 

READING THINKING STEPS ANCHOR CHART
RI.3.9: COMPARE AND CONTRAST IMPORTANT POINTS AND DETAILS IN TWO TEXTS ON THE SAME TOPIC
Step 1	What is the topic?
Step 2	Find key details in each text. Look in: text features and visuals. topic sentences and conclusions. important ideas.
Step 3	Compare and contrast the key details in both texts. What is THE SAME? What is DIFFERENT? Do they DISAGREE? How?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ shows how details from each text are similar ▢ shows how details from each text are different ▢ explains when details from the two texts disagree ▢ uses accurate key details from BOTH texts to support ideas

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to explain the differences between texts…	What people, places, events, or ideas do you see in BOTH texts? What do you see in ONLY ONE?
struggle to understand when or if texts contradict each other…	Think about some of the important details you learned from each text. Do they disagree at all? When does ONE text said something and the OTHER text says the opposite? Do you think the two authors would disagree if talking?